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1. Pick one item, either positive or negative, that really resonated with you from the readings this week.  Was the idea off base?  Did it upset you? Or did it seem a great idea, so why aren't we doing it? Discuss what the idea, why it struck a chord with you, and your thoughts on the topic.

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1. Pick one item, either positive or negative, that really resonated with you from the readings this week.  Was the idea off base?  Did it upset you? Or did it seem a great idea, so why aren't we doing it? Discuss what the idea, why it struck a chord with you, and your thoughts on the topic.

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From reading the 2015 TNTP Mirage report, it saddened me to read and learn that only "40 percent [of teachers] reported that most of their professional development activities were a good use of their time" (TNTP, 2015). This means that 60% of educators feel that the professional development training sessions that they attend are a waste of time.  From first hand experienced, I know how much educators have to do in their daily jobs, I want to take this information and ensure that my DTTP is beneficial and relevant to educators so that they do not feel this way. 

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From reading the 2015 TNTP Mirage report, it saddened me to read and learn that only "40 percent [of teachers] reported that most of their professional development activities were a good use of their time" (TNTP, 2015). This means that 60% of educators feel that the professional development training sessions that they attend are a waste of time.  From first hand experienced, I know how much educators have to do in their daily jobs, I want to take this information and ensure that my DTTP is beneficial and relevant to educators so that they do not feel this way. 

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TNTP (2015).The Mirage:
Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from: https://tntp.org/assets/documents/TNTP-Mirage_2015.pdf

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2. How can you apply this information to your classroom?

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2. How can you apply this information to your classroom?

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One thing that I noticed from TNTP's 2015 Mirage Report is that it seemed like the idea that the professional development sessions for teacher's was both ineffective and perceived as a waste of time by teachers. I'm not sure why it hadn't occurred to these individual districts to just ask their teachers their opinions or why they weren't examining this data regularly. In the classroom, student voices are equally important and I give my students quarterly surveys to get feedback on their learning, preferences and perceptions of my teaching. I want to make sure that what I am doing in the classroom, such as my instructional strategies, are serving my students who are the audience.

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3. How can you apply this information to your professionals development, specifically, the DTTP professional development you’ll be developing in this course.  Be specific! List steps you would use to motivate your learners.

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3. How can you apply this information to your professionals development, specifically, the DTTP professional development you’ll be developing in this course.  Be specific! List steps you would use to motivate your learners.

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Before any given session I will take the following steps to ensure that the training the educators are receiving is beneficial and relevant to their teaching.
1. Give a pre-survey to gather information on educators' existing skills, knowledge, experience and opinions.
2. Divide trainings by department and/or grad level to ensure the maximum relevancy
3. Have 2 instructors per session to further differentiate learning
4. Give teachers an end of session survey to monitor opinions for future growth.

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"According to the 5Js, technology-related teacher professional development should be:1. Job-related = Focused on the core competencies of the classroom, not technology.2. Just enough = Emphasizing increased comfort, not proficiency.3. Just in time = Meaning teachers are provided with skills as and when needed4. Just in case = Teachers need to plan for contingencies5. "Just try it" attitude = Wherein instructors apply both pressure and support to compel teachers to use what they've learned.

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"According to the 5Js, technology-related teacher professional development should be:1. Job-related = Focused on the core competencies of the classroom, not technology.2. Just enough = Emphasizing increased comfort, not proficiency.3. Just in time = Meaning teachers are provided with skills as and when needed4. Just in case = Teachers need to plan for contingencies5. "Just try it" attitude = Wherein instructors apply both pressure and support to compel teachers to use what they've learned.

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Burns, M. (2010, September). Elearn Magazine: How to Help Teachers Use Technology in the Classroom. Retrieved from https://elearnmag.acm.org/featured.cfm?aid=1865476

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4. Present the 6 different principles of Knowle's theory of adult learning and include a rationale (3-4 sentences) for applying each principle into your professional development plan.  

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4. Present the 6 different principles of Knowle's theory of adult learning and include a rationale (3-4 sentences) for applying each principle into your professional development plan.  

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A. Need to Know (the reason they need to know this information)

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A. Need to Know (the reason they need to know this information)

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I plan on integrating this principle by sharing all objectives, goals and rationales for each training session before starting. If educators understand the reason they need a specific training or specific knowledge they will be more motivated to learn.

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B. Experience (learning is easier when learners can build on previous experience)

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B. Experience (learning is easier when learners can build on previous experience)

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Before my professional development sessions, I will send out a survey to all teachers/participants to gather information on where they are knowledge and experience wise. This way, I can make sure that the training meets them at their level and takes them where they need to be.

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C. Self-concept (being responsible for your own learning). 

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C. Self-concept (being responsible for your own learning). 

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I will provide independent time with support provided for participants to apply the skills that they learn to make sure that they understand them.

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D. Readiness (can their new learning solve an immediate problem?)

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D. Readiness (can their new learning solve an immediate problem?)

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In the surveys given to participants I will gather information on what teachers feel like they need to solve to give them information they care about.

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E. Problem Orientation (problem oriented, not content oriented training)

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E. Problem Orientation (problem oriented, not content oriented training)

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Based on participant responses, the training will focus on how to specifically apply the new content and skills to address the problem that teachers themselves identified so that the content is not introduced in a vacuum.

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F. Intrinsic Motivation (the motivation comes from within)

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F. Intrinsic Motivation (the motivation comes from within)

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Based on Pink's trifecta of internal motivations (Autonomy, Purpose and Mastery). I will ensure that the training sessions in my DTTP reflect elements of each principle. For example, independent time to practice the new skills (autonomy), content that directly applies to teachers' classroom practices (purpose) and buildable training sessions that lead to better practices (mastery).